A comparative study of meaning making in science that matters in a global world: Creative interthinking, multilingualism, and multimodality tied to expansive learning in science education (2016-2017)
Building on current research in science education, we are interested in exploring what makes for meaningful and empowering science practices that are responsive to issues of biliteracy, transnationalism, multimodality, multiple knowledge systems and complex identity trajectories and histories of students in an era marked by globalization, complex mobility and immigration patterns.
Working in Montreal, Canada and the city of Luxembourg, two settings struggling with large immigrant populations faced with discontinuities in terms of language and culture, we are interested in exploring how such diversity may create new contact zones among diverse ways of understanding and engaging in science that may then be tapped into as resources for engaging with and making meaning of science and self in science.
We are interested in understanding hybrid science practices that are emotionally safe and engaging and supportive of learning that matters in the eyes of the learners. We understand hybrid science practices as polycontextual (mobilizing learning resources from school and non-school contexts), multivoiced, and multiscripted, with tensions among diverse ways of knowing, doing, and being that constitute ruptures, innovation, and expansive learning for diverse first and second generation immigrant students.
The aim of the comparative and collaborative video study at the heart of GLOBASci is to arrive at compelling stories and cases of science education, while also gathering insights into multi-method approaches that can get at and trace science in the making with children, youth, and teachers over time.